Advanced search
Publication Cover
Educational Psychologist Volume 24, 1989 - Issue 4
Submit an article Journal homepage
712
Views
486
CrossRef citations to date
0
Altmetric
Original Articles

Generative Processes of Comprehension

Merlin C. Wittrock
Pages 345-376 | Published online: 08 Jun 2010

Citations (486)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (79)

Kinnosuke Manabe, Wu-Yuin Hwang & Yan-Wen Chuang. (2023) English learning enhanced by collaborative contextual drama in an authentic context. Interactive Learning Environments 31:7, pages 4490-4506.
Read now
Chao Ye & Qingyuan Zhang. (2023) Three golden principles in geography teaching: valuing theory, matching cases and reflecting on self. Geography 108:2, pages 56-63.
Read now
Nirit Yuviler-Gavish, Omer Muati & Bar Hodya Gabbay. (2023) How performing several task segments simultaneously affects cognitive flexibility training in an assembly task. Interactive Learning Environments 0:0, pages 1-12.
Read now
Fatma Dogan & Banu Yucel-Toy. (2022) Students’ question asking process: a model based on the perceptions of elementary school students and teachers. Asia Pacific Journal of Education 42:4, pages 786-801.
Read now
Kun-Hung Cheng. (2022) Teachers’ perceptions of exploiting immersive virtual field trips for learning in primary education. Journal of Research on Technology in Education 54:3, pages 438-455.
Read now
Noreen M. Webb, Megan L. Franke, Nicholas C. Johnson, Marsha Ing & Joy Zimmerman. (2021) Learning through explaining and engaging with others’ mathematical ideas. Mathematical Thinking and Learning 0:0, pages 1-27.
Read now
Pierre-Antoine Cinquin, Pascal Guitton & Hélène Sauzéon. (2021) Designing accessible MOOCs to expand educational opportunities for persons with cognitive impairments. Behaviour & Information Technology 40:11, pages 1101-1119.
Read now
Christine M. Leighton, Evelyn Ford-Connors, C. Patrick Proctor & Jennifer Wyatt. (2021) Teacher Talk That Supports Young Multilingual Students’ Participation in Exploratory Discourse. Reading Psychology 42:5, pages 484-503.
Read now
Logan Fiorella & Celeste Pilegard. (2021) Learner-generated explanations: effects on restudying and learning from a multimedia lesson. Educational Psychology 41:1, pages 45-62.
Read now
Stephan Mende, Antje Proske & Susanne Narciss. (2021) Individual preparation for collaborative learning: Systematic review and synthesis. Educational Psychologist 56:1, pages 29-53.
Read now
Nereshnee Govender & Andrea Alcock. (2020) Humanising Writing centre Practice: Peer tutor Reflections at a University of Technology. Africa Education Review 17:1, pages 18-34.
Read now
D. Jake Follmer & Rayne A. Sperling. (2019) Examining the Role of Self-Regulated Learning Microanalysis in the Assessment of Learners’ Regulation. The Journal of Experimental Education 87:2, pages 269-287.
Read now
Jonathan M. Vitale, Lauren Applebaum & Marcia C. Linn. (2019) Coordinating between Graphs and Science Concepts: Density and Buoyancy. Cognition and Instruction 37:1, pages 38-72.
Read now
Frits F. B. Pals, Jos L. J. Tolboom, Cor J. M. Suhre & Paul L. C. van Geert. (2018) Memorisation methods in science education: tactics to improve the teaching and learning practice. International Journal of Science Education 40:2, pages 227-241.
Read now
Ünal Çakiroğlu & Dilara Arzugül Aksoy. (2017) Exploring extraneous cognitive load in an instructional process via the web conferencing system. Behaviour & Information Technology 36:7, pages 713-725.
Read now
Piia Näykki, Hanna Järvenoja, Sanna Järvelä & Paul Kirschner. (2017) Monitoring makes a difference: quality and temporal variation in teacher education students’ collaborative learning. Scandinavian Journal of Educational Research 61:1, pages 31-46.
Read now
Cindy De Smet, Tammy Schellens, Bram De Wever, Pascale Brandt-Pomares & Martin Valcke. (2016) The design and implementation of learning paths in a learning management system. Interactive Learning Environments 24:6, pages 1076-1096.
Read now
D. Beth Scott & Mariam Jean Dreher. (2016) Student Thinking Processes While Constructing Graphic Representations of Textbook Content: What Insights Do Think-Alouds Provide?. Reading Psychology 37:2, pages 286-317.
Read now
Tim Heemsoth & Aiso Heinze. (2016) Secondary School Students Learning From Reflections on the Rationale Behind Self-Made Errors: A Field Experiment. The Journal of Experimental Education 84:1, pages 98-118.
Read now
Wan-Chen Chang & Yu-Min Ku. (2015) The Effects of Note-Taking Skills Instruction on Elementary Students’ Reading. The Journal of Educational Research 108:4, pages 278-291.
Read now
Matthew T. McCrudden, Carolyn J. Hushman & Scott C. Marley. (2014) Exploring the Boundary Conditions of the Redundancy Principle. The Journal of Experimental Education 82:4, pages 537-554.
Read now
Eliana Mandel, Helena P. Osana & Vivek Venkatesh. (2013) Addressing the Effects of Reciprocal Teaching on the Receptive and Expressive Vocabulary of 1st-Grade Students. Journal of Research in Childhood Education 27:4, pages 407-426.
Read now
Andrew J. Martin, Rachel Wilson, Gregory Arief D. Liem & Paul Ginns. (2013) Academic Momentum at University/College: Exploring the Roles of Prior Learning, Life Experience, and Ongoing Performance in Academic Achievement across Time. The Journal of Higher Education 84:5, pages 640-674.
Read now
RobynM. Gillies. (2013) Productive academic talk during inquiry-based science. Pedagogies: An International Journal 8:2, pages 126-142.
Read now
Kai-Ping Wang. (2012) The impact of nursing students’ chemistry learning performance assessment in Taiwan: competitive versus non-competitive student team achievement division approaches. Research in Science & Technological Education 30:2, pages 131-149.
Read now
Elana Joram, Susan Roberts-Dobie, SueJ. Mattison, Michele Devlin, Kristy Herbrandson, Kim Hansen & Denise Eslinger. (2012) The Numeracy Demands of Health Education Information: An Examination of Numerical Concepts in Written Diabetes Materials. Health Communication 27:4, pages 344-355.
Read now
Michael Hubenthal, Thomas O’Brien & John Taber. (2011) Posters that foster cognition in the classroom: multimedia theory applied to educational posters. Educational Media International 48:3, pages 193-207.
Read now
Elizabeth J. Barclay, Carl E. Renshaw, Holly A. Taylor & A. Reyan Bilge. (2011) Improving Decision Making Skill Using an Online Volcanic Crisis Simulation: Impact of Data Presentation Format. Journal of Geoscience Education 59:2, pages 85-92.
Read now
RobynM. Gillies. (2011) Promoting thinking, problem‐solving and reasoning during small group discussions. Teachers and Teaching 17:1, pages 73-89.
Read now
TiffanyA. Koszalka & G.S. Ntloedibe‐Kuswani. (2010) Literature on the safe and disruptive learning potential of mobile technologies. Distance Education 31:2, pages 139-157.
Read now
Danette Ifert Johnson & Kaleigh Mrowka. (2010) Generative Learning, Quizzing and Cognitive Learning: An Experimental Study in the Communication Classroom. Communication Education 59:2, pages 107-123.
Read now
DAVIDR. KRATHWOHL & LORINW. ANDERSON. (2010) Merlin C. Wittrock and the Revision of Bloom's Taxonomy. Educational Psychologist 45:1, pages 64-65.
Read now
RICHARDE. MAYER. (2010) Merlin C. Wittrock's Enduring Contributions to the Science of Learning. Educational Psychologist 45:1, pages 46-50.
Read now
Charles R. Garoian. (2010) Drawing Blinds: Art Practice as Prosthetic Visuality. Studies in Art Education 51:2, pages 176-188.
Read now
Mark W.S. Chun, Kiho Sohn, Priscilla Arling & Nelson Granados. (2009) Applying Systems Thinking To Knowledge Management Systems: The Case Of Pratt-Whitney Rocketdyne. Journal of Information Technology Case and Application Research 11:3, pages 43-67.
Read now
Akiyo Hirai & Rie Koizumi. (2009) Development of a Practical Speaking Test with a Positive Impact on Learning Using a Story Retelling Technique. Language Assessment Quarterly 6:2, pages 151-167.
Read now
FrankW. Roberts & DonaldF. Dansereau. (2008) Studying Strategy Effects on Memory, Attitudes, and Intentions. Reading Psychology 29:6, pages 552-580.
Read now
AudreyC. Rule, Samantha Baldwin & Robert Schell. (2008) Second Graders Learn Animal Adaptations through Form and Function Analogy Object Boxes. International Journal of Science Education 30:9, pages 1159-1182.
Read now
Scotty D. Craig, Jeremiah Sullins, Amy Witherspoon & Barry Gholson. (2006) The Deep-Level-Reasoning-Question Effect: The Role of Dialogue and Deep-Level-Reasoning Questions During Vicarious Learning. Cognition and Instruction 24:4, pages 565-591.
Read now
Noreen M. Webb, Kariane Mari Nemer & Marsha Ing. (2006) Small-Group Reflections: Parallels Between Teacher Discourse and Student Behavior in Peer-Directed Groups. Journal of the Learning Sciences 15:1, pages 63-119.
Read now
Hans Ernst Fischer, Klaus Klemm, Detlev Leutner, Elke Sumfleth, Rüdiger Tiemann & Joachim Wirth. (2005) Framework for Empirical Research on Science Teaching and Learning. Journal of Science Teacher Education 16:4, pages 309-349.
Read now
DavidC. Sharp, DaveS. Knowlton & RenéeE. Weiss. (2005) Applications of Generative Learning for the Survey of International Economics Course. The Journal of Economic Education 36:4, pages 345-356.
Read now
Rachel Brown. (2005) Seventh‐graders' self‐regulatory note‐taking from text: Perceptions, preferences, and practices. Reading Research and Instruction 44:4, pages 1-26.
Read now
Noreen M. Webb & Ann M. Mastergeorge. (2003) The Development of Students' Helping Behavior and Learning in Peer-Directed Small Groups. Cognition and Instruction 21:4, pages 361-428.
Read now
Roland Brunken, Jan L. Plass & Detlev Leutner. (2003) Direct Measurement of Cognitive Load in Multimedia Learning. Educational Psychologist 38:1, pages 53-61.
Read now
Richard E. Mayer & Roxana Moreno. (2003) Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist 38:1, pages 43-52.
Read now
PeterR. Denner, JohnP. Rickards & AndrewJ. Albanese. (2003) The Effect of Story Impressions Preview on Learning From Narrative Text. The Journal of Experimental Education 71:4, pages 313-332.
Read now
Lynn S. Fuchs, Douglas Fuchs, Laura Yazdian & Sarah R. Powell. (2002) Enhancing First-Grade Children's Mathematical Development with Peer-Assisted Learning Strategies. School Psychology Review 31:4, pages 569-583.
Read now
R. William Doherty, R. Soleste Hilberg, Georgia Epaloose & RolandG. Tharp. (2002) Standards Performance Continuum: Development and Validation of a Measure of Effective Pedagogy. The Journal of Educational Research 96:2, pages 78-89.
Read now
Maribeth Gettinger & Jill K. Seibert. (2002) Contributions of Study Skills to Academic Competence. School Psychology Review 31:3, pages 350-365.
Read now
RobynM. Gillies. (2002) The Residual Effects of Cooperative-Learning Experiences: A Two-Year Follow-Up. The Journal of Educational Research 96:1, pages 15-20.
Read now
Noreen M. Webb, Sydney H. Farivar & Ann M. Mastergeorge. (2002) Productive Helping in Cooperative Groups. Theory Into Practice 41:1, pages 13-20.
Read now
Robyn Gillies. (2002) The Long‐term Effects of Cooperative Learning on Children's Behaviour and Interactions. Asia Pacific Journal of Education 22:1, pages 28-37.
Read now
Kellah M. Edens & Ellen F. Potter. (2001) Promoting Conceptual Understanding through Pictorial Representation. Studies in Art Education 42:3, pages 214-233.
Read now
Douglas Fuchs, Lynn S. Fuchs & Pamela Burish. (2000) Peer-Assisted Learning Strategies: An Evidence-Based Practice to Promote Reading Achievement. Learning Disabilities Research & Practice 15:2, pages 85-91.
Read now
AndrewD. Katayama & DanielH. Robinson. (2000) Getting Students “Partially” Involved in Note-Taking Using Graphic Organizers. The Journal of Experimental Education 68:2, pages 119-133.
Read now
RobynM. Gillies. (1999) Maintenance of Cooperative and Helping Behaviors in Reconstituted Groups. The Journal of Educational Research 92:6, pages 357-363.
Read now
RalphR. Behnke & ChrisR. Sawyer. (1998) Productive arousal as a function of task difficulty in information processing. Communication Research Reports 15:3, pages 235-244.
Read now
Norma A. Lopez-Reyna. (1997) The Relation of Interactions and Story Quality Among Mexican American and Anglo American Students With Learning Disabilities. Exceptionality 7:4, pages 245-261.
Read now
Billie Eilam & Edna Shoham. (1997) A Field‐guided Exercise for the Study of Heterogeneous Classroom Conversation in Teacher Education. Asia-Pacific Journal of Teacher Education 25:3, pages 295-307.
Read now
Richard E. Mayer. (1997) Multimedia learning: Are we asking the right questions?. Educational Psychologist 32:1, pages 1-19.
Read now
MarieK. Iding. (1997) CAN QUESTIONS FACILITATE LEARNING FROM ILLUSTRATED SCIENCE TEXTS?. Reading Psychology 18:1, pages 1-29.
Read now
James Hiebert & Diana Wearne. (1996) Instruction, Understanding, and Skill in Multidigit Addition and Subtraction. Cognition and Instruction 14:3, pages 251-283.
Read now
A.E.J. Wals, C.T. Jongmans & H.J.A. Biemans. (1996) The potential of environmental education as a catalyst for educational change in the Netherlands. European Journal of Agricultural Education and Extension 3:2, pages 97-106.
Read now
HarmJ. A. Biemans & P. Robert‐Jan Simons. (1996) Computer‐Assisted Instruction and Conceptual Change. Educational Research and Evaluation 2:1, pages 81-108.
Read now
H.J.A. Biemans & C.T. Jongmans. (1995) Secondary agricultural education from a “learning to learn” perspective. European Journal of Agricultural Education and Extension 2:3, pages 41-50.
Read now
Lynn S. Fuchs, Douglas Fuchs, Norris B. Phillips, Carol L. Hamlett & Kathy Earns. (1995) Acquisition and Transfer Effects of Classwide Peer-Assisted Learning Strategies in Mathematics for Students with Varying Learning Histories. School Psychology Review 24:4, pages 604-620.
Read now
Wendy B. Griffin & Karen D. Wood. (1995) Free Associational Assessment is Another Alternative Way to Test. Middle School Journal 26:4, pages 65-68.
Read now
RichardH. Hall & MaureenA. Sidio-hall. (1994) The Effect of Student Color Coding of Knowledge Maps and Test Anxiety on Student Learning. The Journal of Experimental Education 62:4, pages 291-302.
Read now
GlendaC. Cox, DennieL. Smith & ThomasA. Rakes. (1994) Enhancing comprehension through the use of visual elaboration strategies. Reading Research and Instruction 33:3, pages 159-174.
Read now
Alison King. (1993) From Sage on the Stage to Guide on the Side. College Teaching 41:1, pages 30-35.
Read now
Alison King & Barak Rosenshine. (1993) Effects of Guided Cooperative Questioning on Children's Knowledge Construction. The Journal of Experimental Education 61:2, pages 127-148.
Read now
Marilyn Kourilsky. (1993) Economic Education and a Generative Model of Mislearning and Recovery. The Journal of Economic Education 24:1, pages 23-33.
Read now
Merlin C. Wittrock. (1992) Generative Learning Processes of the Brain. Educational Psychologist 27:4, pages 531-541.
Read now
Asghar Iran-Nejad, George E. Mash II & Andrea C. Clements. (1992) The Figure and the Ground of Constructive Brain Functioning: Beyond Explicit Memory Processes. Educational Psychologist 27:4, pages 473-492.
Read now
David C. Berliner. (1992) Telling the Stories of Educational Psychology. Educational Psychologist 27:2, pages 143-161.
Read now
Alison King. (1992) Facilitating Elaborative Learning Through Guided Student-Generated Questioning. Educational Psychologist 27:1, pages 111-126.
Read now
Simon Hooper. (1992) Effects of Peer Interaction During Computer-Based Mathematics Instruction. The Journal of Educational Research 85:3, pages 180-189.
Read now
Merlin C. Wittrock. (1991) Educational Psychology, Literacy, and Reading Comprehension. Educational Psychologist 26:2, pages 109-116.
Read now

Articles from other publishers (407)

Jodi P. Lampi, Sonya L. Armstrong, Amani Talwar & Joseph P. Magliano. (2023) Reading Matters in Supporting Students: The Role of Complex Literacy Tasks in Academic Success. Journal of College Student Retention: Research, Theory & Practice.
Crossref
Lucia Mason, Angelica Ronconi, Barbara Carretti, Sara Nardin & Christian Tarchi. (2023) Highlighting and highlighted information in text comprehension and learning from digital reading. Journal of Computer Assisted Learning.
Crossref
Johnson Olayiwola, Abiola Akanmu, Xinghua Gao, Homero Murzi & Kereshmeh Afsari. (2023) Design and Usability Evaluation of an Annotated Video–Based Learning Environment for Construction Engineering Education. Journal of Computing in Civil Engineering 37:6.
Crossref
Shufang Wang, Tuo Liu & Chang In Lee. (2023) The efficacy of CALL glossing on EFL learners' idiom learning. Acta Psychologica 241, pages 104060.
Crossref
Kerem Ay & Gökhan Dağhan. (2023) The effect of the flipped learning approach designed with community of inquiry model to the development of students’ critical thinking strategies and social, teaching and cognitive presences. Education and Information Technologies 28:11, pages 15267-15299.
Crossref
Hajer Mguidich, Bachir Zoudji & Aïmen Khacharem. (2023) Does imagination enhance learning? A systematic review and meta-analysis. European Journal of Psychology of Education.
Crossref
Mark Feng Teng & Atsushi Mizumoto. (2023) The role of spoken vocabulary knowledge in language minority students’ incidental vocabulary learning from captioned television. Australian Review of Applied Linguistics 46:2, pages 253-278.
Crossref
Hsiu-Lan Shelley Tien, Yi-Ning Su, Aizi Zhang, Isana Kaichi, Takako Koshiba, Sho Okawa, Yuko Urao & Eiji Shimizu. (2023) The effects of a Journey of the Brave Counseling Program on anxiety, well-being, and life adjustment in Taiwanese children. BMC Psychiatry 23:1.
Crossref
Felix Krieglstein, Felicia Meusel, Eva Rothenstein, Nadine Scheller, Lukas Wesenberg & Günter Daniel Rey. (2023) How to insert visual information into a whiteboard animation with a human hand? Effects of different insertion styles on learning. Smart Learning Environments 10:1.
Crossref
Yanqing Wang, Fuxing Wang, Richard E. Mayer, Xiangen Hu & Shaoying Gong. (2023) Benefits of prompting students to generate summaries during pauses in segmented multimedia lessons. Journal of Computer Assisted Learning 39:4, pages 1259-1273.
Crossref
Frits F.B. Pals, Jos L.J. Tolboom & Cor J.M. Suhre. (2023) Development of a formative assessment to determine students’ need for corrective actions in physics: Identifying students’ functional level of understanding.. Thinking Skills and Creativity, pages 101387.
Crossref
Donggil Song & Krista Glazewski. (2023) Scaffolding self-regulated learning in student-generated questioning using mobile phones. Education and Information Technologies 28:8, pages 10781-10802.
Crossref
Jiumin Yang, Fangfang Zhu, Yirui Jiang & Zhongling Pi. (2022) Do adults and children learn differently from video lectures with an instructor’s deictic gestures?. Education and Information Technologies 28:7, pages 8377-8400.
Crossref
Yi Zhang, Ke Xu, Yun Pan, Zhongling Pi & Jiumin Yang. (2023) The effects of segmentation design and drawing on video learning: A mediation analysis. Active Learning in Higher Education.
Crossref
Logan Fiorella. (2023) Making Sense of Generative Learning. Educational Psychology Review 35:2.
Crossref
Héctor R. Ponce, Richard E. Mayer & Ester E. Méndez. (2023) Effects of learner-generated outlining and instructor-provided outlining on learning from text: A meta-analysis. Educational Research Review 39, pages 100538.
Crossref
Xuqian Chen, Ziqian Wei, Ziteng Li & Roy B. Clariana. (2022) The influence of the conceptual structure of external representations when relearning history content. Educational technology research and development 71:2, pages 415-439.
Crossref
Claretha Hughes. 2023. Valuing People and Technology in the Workplace. Valuing People and Technology in the Workplace 190 244 .
Joseph C. Tise, Rayne A. Sperling, Michael S. Dann & Taylor M. Young. (2023) Teaching Postsecondary Students to Use Analogies as a Cognitive Learning Strategy: An Intervention. CBE—Life Sciences Education 22:1.
Crossref
Victoria J. VanUitert, Michael J. Kennedy, Katherine N. Peeples, John Elwood Romig, Hannah M. Mathews & Wendy J. Rodgers. (2022) Enhancing science performance of m iddle‐school students with and without developmental and b ehavioral‐based disabilities using the Content Acquisition Podcast Professional Development approach . Journal of Research in Science Teaching 60:3, pages 515-543.
Crossref
KatieMarie Q. Magnone, Jennifer A. Ebert, Rachel Creeden, Grace Karlock, Morgan Loveday, Evan Blake, Justin M. Pratt, Adam G. L. Schafer & Ellen J. Yezierski. (2023) Cognitively Loaded: An Investigation of Educational Chemistry YouTube Videos’ Adherence to Mayer’s Multimedia Principles. Journal of Chemical Education 100:2, pages 432-441.
Crossref
Sara Klingenberg, Rachel Fischer, Ingo Zettler & Guido Makransky. (2022) Facilitating learning in immersive virtual reality: Segmentation, summarizing, both or none?. Journal of Computer Assisted Learning 39:1, pages 218-230.
Crossref
Özkan ÖZBAY & Süleyman Sadi SEFEROĞLU. (2023) Artırılmış Gerçeklikle Beraber Özetleme Stratejisi Kullanmanın Öğrencilerin Bilişsel Yük ve Başarısına EtkisiThe Effect of using Summarizing Strategy in Learning with Augmented Reality on Students' Cognitive Load and Achievement. TRT Akademi 8:17, pages 144-173.
Crossref
Yanqing Wang, Shaoying Gong, Yang Cao & Weiwei Fan. (2023) The power of affective pedagogical agent and self-explanation in computer-based learning. Computers & Education, pages 104723.
Crossref
Ha Nguyen. (2023) Role design considerations of conversational agents to facilitate discussion and systems thinking. Computers & Education 192, pages 104661.
Crossref
Paweł Strojny & Natalia Dużmańska-Misiarczyk. (2023) Measuring the effectiveness of virtual training: A systematic review. Computers & Education: X Reality 2, pages 100006.
Crossref
Noreen M. Webb & Eric Burnheimer. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 593 599 .
Choon Guan Pang & Yiyu Cai. 2023. Mixed Reality for Education. Mixed Reality for Education 109 165 .
Boris Aberšek, Andrej Flogie & Igor PesekBoris Aberšek, Andrej Flogie & Igor Pesek. 2023. AI and Cognitive Modelling for Education. AI and Cognitive Modelling for Education 7 117 .
Rui Barreira, Susana Campos & Maria João Félix. 2023. Advances in Design, Music and Arts II. Advances in Design, Music and Arts II 841 858 .
Suazette R. Mooring, Nikita L. Burrows & Sujani Gamage. 2022. Student Reasoning in Organic Chemistry. Student Reasoning in Organic Chemistry 159 178 .
Kevin P. Callahan, Celeste N. Peterson, Betsy M. Martinez-Vaz, Kathryn L. Huisinga, Nicole Galport, Courtney Koletar, Rebecca M. Eddy, Joseph J. Provost, Jessica K. Bell & Ellis Bell. (2022) External Collaboration Results in Student Learning Gains and Positive STEM Attitudes in CUREs. CBE—Life Sciences Education 21:4.
Crossref
Nan Li, Olaf Dimigen, Werner Sommer & Suiping Wang. (2022) Parafoveal words can modulate sentence meaning: Electrophysiological evidence from an RSVP ‐with‐flanker task . Psychophysiology 59:9.
Crossref
Sun Joo (Grace) Ahn, Kristine L. Nowak & Jeremy N. Bailenson. (2022) Unintended consequences of spatial presence on learning in virtual reality. Computers & Education 186, pages 104532.
Crossref
Si Zhang, Qianqian Gao, Mengyu Sun, Zhihui Cai, Honghui Li, Yanling Tang & Qingtang Liu. (2022) Understanding student teachers’ collaborative problem solving: Insights from an epistemic network analysis (ENA). Computers & Education 183, pages 104485.
Crossref
Héctor R. Ponce, Richard E. Mayer & Ester E. Méndez. (2022) Effects of Learner-Generated Highlighting and Instructor-Provided Highlighting on Learning from Text: A Meta-Analysis. Educational Psychology Review 34:2, pages 989-1024.
Crossref
Benoît Béchard, Joachim Kimmerle, Justin Lawarée, Pierre-Oliver Bédard, Sharon E. Straus & Mathieu Ouimet. (2022) The Impact of Information Presentation and Cognitive Dissonance on Processing Systematic Review Summaries: A Randomized Controlled Trial on Bicycle Helmet Legislation. International Journal of Environmental Research and Public Health 19:10, pages 6234.
Crossref
Wolfgang Schnotz, Georg Hauck & Neil H. Schwartz. (2021) Multiple mental representations in picture processing. Psychological Research 86:3, pages 903-918.
Crossref
Chong Keng Hua, Ha Tshui Mum, To Kien & Yuen Chau. 2022. Future Urban Habitation. Future Urban Habitation 49 66 .
Tiphaine Colliot, Kenneth A. Kiewra, Linlin Luo, Abraham E. Flanigan, Junrong Lu, Carrie Kennedy & Sheldon Black. (2021) The effects of graphic organizer completeness and note-taking medium on computer-based learning. Education and Information Technologies 27:2, pages 2435-2456.
Crossref
Sinja Müser & Christian Dominic Fehling. (2021) AR/VR.nrw – Augmented und Virtual Reality in der HochschullehreAR/VR.nrw—Augmented and Virtual Reality in Higher Education. HMD Praxis der Wirtschaftsinformatik 59:1, pages 122-141.
Crossref
Joshua L. Williams, Nancy McCarley, Stephen D. Willis & Amber N. Huddleson. (2022) Images and Text on PowerPoint Slides. International Journal of Mobile and Blended Learning 14:1, pages 1-14.
Crossref
Gourab Kar. 2022. Ergonomics for Design and Innovation. Ergonomics for Design and Innovation 47 56 .
Claire Scoular. 2022. Manage Your Own Learning Analytics. Manage Your Own Learning Analytics 23 40 .
Neil H. Schwartz & Anna N. Bartel. 2020. International Handbook of Psychology Learning and Teaching. International Handbook of Psychology Learning and Teaching 1 26 .
Jeanine Krath, Linda Schürmann & Harald F.O. von Korflesch. (2021) Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior 125, pages 106963.
Crossref
Lara M. van Peppen, Peter P. J. L. Verkoeijen, Anita E. G. Heijltjes, Eva M. Janssen & Tamara van Gog. (2021) Enhancing students’ critical thinking skills: is comparing correct and erroneous examples beneficial?. Instructional Science 49:6, pages 747-777.
Crossref
Juan C. Castro-Alonso, Bjorn B. de Koning, Logan Fiorella & Fred Paas. (2021) Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load. Educational Psychology Review 33:4, pages 1379-1407.
Crossref
Alyssa P. Lawson & Richard E. Mayer. (2021) Benefits of Writing an Explanation During Pauses in Multimedia Lessons. Educational Psychology Review 33:4, pages 1859-1885.
Crossref
Matthew T. McCrudden & Peggy N. Van Meter. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 510 520 .
Logan Fiorella. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 487 497 .
. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 437 565 .
Detlev Leutner & Annett Schmeck. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 360 369 .
Olusola O. Adesope, John C. Nesbit & NarayanKripa Sundararajan. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 351 359 .
Logan Fiorella & Richard E. Mayer. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 339 350 .
. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 337 436 .
Jeroen Janssen, Femke Kirschner & Paul A. Kirschner. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 304 312 .
Logan Fiorella. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 286 295 .
. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 275 336 .
Alexander Renkl. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 231 240 .
. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 183 240 .
Richard E. Mayer. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 57 72 .
. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 55 142 .
Mingsheng Hao & Rohani Othman. (2021) Automation of Function Assignment in the Models of Speech Production and Second Language Acquisition. Education Research International 2021, pages 1-9.
Crossref
Guido Makransky & Gustav B. Petersen. (2021) The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality. Educational Psychology Review 33:3, pages 937-958.
Crossref
Ricardo Gerbaudo, Ricardo Gaspar & Romulo Gonçalves Lins. (2021) Novel online video model for learning information technology based on micro learning and multimedia micro content. Education and Information Technologies 26:5, pages 5637-5665.
Crossref
Kristin Bain, Tamar A. Kreps, Nathan L. Meikle & Elizabeth R. Tenney. (2021) Amplifying Voice in Organizations. Academy of Management Journal 64:4, pages 1288-1312.
Crossref
Richard E. Mayer. (2021) Evidence-based principles for how to design effective instructional videos.. Journal of Applied Research in Memory and Cognition 10:2, pages 229-240.
Crossref
Brian Hand, Ying-Chih Chen & Jee Kyung Suh. (2020) Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach. Educational Psychology Review 33:2, pages 535-577.
Crossref
Rachel M. Wong & Olusola O. Adesope. (2020) Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study. Educational Psychology Review 33:2, pages 357-385.
Crossref
Noreen M. Webb, Marsha Ing, Eric Burnheimer, Nicholas C. Johnson, Megan L. Franke & Joy Zimmerman. (2021) Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving. Education Sciences 11:5, pages 214.
Crossref
Kara Dawson, Jiawen Zhu, Albert D. Ritzhaupt, Pavlo Antonenko, Kendra Saunders, Jiahui Wang & Linda Lombardino. (2021) The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia. Annals of Dyslexia 71:1, pages 188-210.
Crossref
Anja Prinz, Stefanie Golke & Jörg Wittwer. (2021) Counteracting detrimental effects of misconceptions on learning and metacomprehension accuracy: The utility of refutation texts and think sheets. Instructional Science 49:2, pages 165-195.
Crossref
Theodor Wyeld. 2021. Research Anthology on Recent Trends, Tools, and Implications of Computer Programming. Research Anthology on Recent Trends, Tools, and Implications of Computer Programming 1706 1742 .
Tiphaine Colliot & Éric Jamet. (2020) Improving students’ learning by providing a graphic organizer after a multimedia document. British Journal of Educational Technology 52:1, pages 252-265.
Crossref
Ulrike Hanke. 2021. Studierendenzentrierte Hochschullehre. Studierendenzentrierte Hochschullehre 43 63 .
Raimund Girwidz & Antje Kohnle. 2021. Physics Education. Physics Education 297 336 .
Neil H. Schwartz & Anna N. Bartel. 2020. International Handbook of Psychology Learning and Teaching. International Handbook of Psychology Learning and Teaching 1 26 .
Hakan AKÇAY, Hasan Ozgur KAPICI & Behiye AKÇAY. (2020) Analysis of the Representations in Turkish Middle School Science Textbooks from 2002 to 2017. Participatory Educational Research 7:3, pages 192-216.
Crossref
Mehmet Kokoç, Hale IIgaz & Arif Altun. (2020) Effects of sustained attention and video lecture types on learning performances. Educational Technology Research and Development 68:6, pages 3015-3039.
Crossref
Marta M. Koć-Januchta, Tim N. Höffler, Helmut Prechtl & Detlev Leutner. (2020) Is too much help an obstacle? Effects of interactivity and cognitive style on learning with dynamic versus non-dynamic visualizations with narrative explanations. Educational Technology Research and Development 68:6, pages 2971-2990.
Crossref
Anne-Kristin Cordes, Franziska Egert & Fabienne Hartig. (2020) Apps für Kindergartenkinder: Lernen oder Aufmerksamkeitsraub? – Anforderungen an Lernapps aus kognitionspsychologischer Perspektive. Diskurs Kindheits- und Jugendforschung / Discourse Journal of Childhood and Adolescence Research 15:3-2020, pages 243-258.
Crossref
Tiphaine Colliot & Éric Jamet. (2020) Effects of self‐generated graphic organizers on learning depend on in‐task guidance. Journal of Computer Assisted Learning 36:5, pages 646-655.
Crossref
David Alpizar, Olusola O. Adesope & Rachel M. Wong. (2020) A meta-analysis of signaling principle in multimedia learning environments. Educational Technology Research and Development 68:5, pages 2095-2119.
Crossref
Qingwei Chen, Guangtian Zhu, Qiaoyi Liu, Jing Han, Zhao Fu & Lei Bao. (2020) Development of a multiple-choice problem-solving categorization test for assessment of student knowledge structure. Physical Review Physics Education Research 16:2.
Crossref
Samad M.E. Sepasgozar. (2020) Digital Twin and Web-Based Virtual Gaming Technologies for Online Education: A Case of Construction Management and Engineering. Applied Sciences 10:13, pages 4678.
Crossref
İlhan ILTER. (2020) Not Alma Öğretiminin Metin Hatırlamaya EtkisiEffect of Note-Taking Instruction on Text-Recall. Ana Dili Eğitimi Dergisi 8:2, pages 427-446.
Crossref
Héctor R. Ponce, Richard E. Mayer, M. Soledad Loyola & Mario J. López. (2019) Study Activities That Foster Generative Learning: Notetaking, Graphic Organizer, and Questioning. Journal of Educational Computing Research 58:2, pages 275-296.
Crossref
Madeline Cloonan & Abbey L. Fingeret. (2020) Developing teaching materials for learners in surgery. Surgery 167:4, pages 689-692.
Crossref
Claire Scoular & Esther Care. (2020) Monitoring patterns of social and cognitive student behaviors in online collaborative problem solving assessments. Computers in Human Behavior 104, pages 105874.
Crossref
Hui-Chin Yeh, Shih-Hsien Yang & Gia-Ling Chen. (2019) Exploring Students’ Integrated Reading and Summary Writing Processes Through an Online System探究線上系統中學生整合閱讀和摘要寫作過程. English Teaching & Learning 44:1, pages 21-43.
Crossref
Li Cheng & Carole R. Beal. (2019) Effects of student-generated drawing and imagination on science text reading in a computer-based learning environment. Educational Technology Research and Development 68:1, pages 225-247.
Crossref
Feng-Ru Sheu. 2020. Open Educational Resources (OER) Pedagogy and Practices. Open Educational Resources (OER) Pedagogy and Practices 67 90 .
Tye G. Campbell & Tracey S. Hodges. (2020) Using positioning theory to examine how students collaborate in groups in mathematics. International Journal of Educational Research 103, pages 101632.
Crossref
Norman Reid & Asma Amanat AliNorman Reid & Asma Amanat Ali. 2020. Making Sense of Learning. Making Sense of Learning 431 454 .
Karin Scager, Johannes Boonstra, Ton Peeters, Jonne Vulperhorst & Fred Wiegant. 2020. Active Learning in College Science. Active Learning in College Science 233 247 .
Simon A. Tachie. (2019) Challenges and opportunities regarding usage of computers in the teaching and learning of Mathematics. South African Journal of Education 39:S2, pages 1-10.
Crossref
M. Sanchiz, J. Lemarié, A. Chevalier, J. Cegarra, P. V. Paubel, L. Salmerón & F. Amadieu. (2019) Investigating multimedia effects on concept map building: Impact on map quality, information processing and learning outcome. Education and Information Technologies 24:6, pages 3645-3667.
Crossref
Çiğdem Taş Alicenap & Remzi San. (2019) ÇİZGİ FİLMLERİN EĞİTSEL SUNUŞ AÇISINDAN ÇOKLU ORTAM TASARIM İLKELERİ VE SİNEMATİZM-ANİMATİZM KAVRAMLARI BAĞLAMINDA İNCELENMESİ: THE FIXIES ÇİZGİ DİZİ ÖRNEĞİ. Gümüşhane Üniversitesi İletişim Fakültesi Elektronik Dergisi, pages 1154-1188.
Crossref
Logan Fiorella, Shelbi Kuhlmann & Jennifer J. Vogel-Walcutt. (2018) Effects of Playing an Educational Math Game That Incorporates Learning by Teaching. Journal of Educational Computing Research 57:6, pages 1495-1512.
Crossref
Marc-André Reinhard, Sophia Christin Weissgerber & Kristin Wenzel. (2019) Performance Expectancies Moderate the Effectiveness of More or Less Generative Activities Over Time. Frontiers in Psychology 10.
Crossref
Qing-Ke Fu, Chi-Jen Lin, Gwo-Jen Hwang & Lixin Zhang. (2019) Impacts of a mind mapping-based contextual gaming approach on EFL students’ writing performance, learning perceptions and generative uses in an English course. Computers & Education 137, pages 59-77.
Crossref
Tiphaine Colliot & Éric Jamet. (2019) Asking students to be active learners: the effects of totally or partially self-generating a graphic organizer on students’ learning performances. Instructional Science 47:4, pages 463-480.
Crossref
Tahrir Nazhan Rashid. (2019) أثر إنموذج كوسكروف في تنمية التفكير ما وراء المعرفي لدى طالبات الصف الخامس الأدبي. Journal of Tikrit University for Humanities 26:4, pages 493-513.
Crossref
Hedda Berntsen & Elsa Kristiansen. (2019) Successful coach learning: Digital workbook informed by pedagogical principles. International Journal of Sports Science & Coaching 14:3, pages 310-323.
Crossref
Maria Grazia Violante, Enrico Vezzetti & Pietro Piazzolla. (2019) Interactive virtual technologies in engineering education: Why not 360° videos?. International Journal on Interactive Design and Manufacturing (IJIDeM) 13:2, pages 729-742.
Crossref
Floris M. van Blankenstein, Gabriela-Olivia Truțescu, Roeland M. van der Rijst & Nadira Saab. (2019) Immediate and delayed effects of a modeling example on the application of principles of good feedback practice: a quasi-experimental study. Instructional Science 47:3, pages 299-318.
Crossref
H. Lee Swanson, Jennifer E. Kong, Amber S. Moran & Michael J. Orosco. (2019) Paraphrasing Interventions and Problem‐Solving Accuracy: Do Generative Procedures Help English Language Learners with Math Difficulties?. Learning Disabilities Research & Practice 34:2, pages 68-84.
Crossref
Steffen P. Schmidgall, Alexander Eitel & Katharina Scheiter. (2019) Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing. Learning and Instruction 60, pages 138-153.
Crossref
Richard E. Mayer. (2018) Thirty years of research on online learning. Applied Cognitive Psychology 33:2, pages 152-159.
Crossref
Richard E. Mayer. 2019. The Cambridge Handbook of Cognition and Education. The Cambridge Handbook of Cognition and Education 460 479 .
Roman Abel & Martin Hänze. (2019) Generating Causal Relations in Scientific Texts: The Long-Term Advantages of Successful Generation. Frontiers in Psychology 10.
Crossref
Verónica Juárez Ramos. 2019. Analyzing the Role of Cognitive Biases in the Decision-Making Process. Analyzing the Role of Cognitive Biases in the Decision-Making Process 27 75 .
Sarah Baas Robinson, Erin Dolan, Kathleen Cornely, Amy E. Medlock, Jin Kyu Lee & Paula P. Lemons. 2019. Biochemistry Education: From Theory to Practice. Biochemistry Education: From Theory to Practice 127 141 .
Noreen M. Webb, Megan L. Franke, Marsha Ing, Angela C. Turrou, Nicholas C. Johnson & Joy Zimmerman. (2019) Teacher practices that promote productive dialogue and learning in mathematics classrooms. International Journal of Educational Research 97, pages 176-186.
Crossref
Lynn S. Fuchs, Douglas Fuchs, Amelia S. Malone, Pamela M. Seethaler & Caitlin Craddock. 2019. Cognitive Foundations for Improving Mathematical Learning. Cognitive Foundations for Improving Mathematical Learning 295 320 .
Chu-Sing Yang & Yu-Chun Lu. 2019. Innovative Technologies and Learning. Innovative Technologies and Learning 505 512 .
Juan C. Castro-Alonso, Fred Paas & Paul Ginns. 2019. Visuospatial Processing for Education in Health and Natural Sciences. Visuospatial Processing for Education in Health and Natural Sciences 175 205 .
Juan C. Castro-Alonso. 2019. Visuospatial Processing for Education in Health and Natural Sciences. Visuospatial Processing for Education in Health and Natural Sciences 1 21 .
Mohsen Salari, Amrollah Roozbehi, Abdolvahed Zarifi & Rohani Ahmad Tarmizi. (2018) Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course?. BMC Medical Education 18:1.
Crossref
Julie Bridges, Jill Stefaniak & John Baaki. (2018) A Formative Design Examining the Effects of Elaboration and Question Strategy with Video Instruction in Medical Education. Journal of Formative Design in Learning 2:2, pages 129-143.
Crossref

Displaying 200 of 486 citing articles. Use the download link below to view the full list of citing articles.

Download full citations list

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.